Uganda's "early exit" language policy positions African languages ambiguously in public education provision. Runyoro-Rutooro and Runyankore-Rukiga are spoken in Western Uganda in public spaces where translanguaging happens as a matter of course. These languages are heard at pre-primary and lower primary levels but are superseded by…

One shared goal of classroom instruction is to support students' reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students' language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive…

This article examines the visibility of an African language, isiZulu, in the public domain of education in South Africa. It explores synergies and disjunctures in language use and exposure for children across the continuum from home to ECD centre and early primary school, and how they affect children's competence in reading in two languages by…

Outlines recommendations for classroom teaching of English as a second language and the national language, Malay. It is noted that these recommendations are unlikely to be widely implemented as long as such external factors as a highly structured syllabus and an emphasis on written work remain in place. Khalid's response addresses the issue of…

Describes development of a language and reading program in a bilingual country where the native tongue is the minority language. Examines implications of teaching children to read through the medium of Welsh as a mother-tongue for some and as a second language for others. (Author/BK)

Presents the results of the first impact evaluation of the Local Language Literacy Project in the Southern Sudan, conducted in late 1980. (EKN)

Describes a Bruneian project to improve the English language learning of children in a bilingual education system. The article discusses implementation problems and surveys initiatives to encourage cooperation within the educational community for sustaining and improving change. Mee's response discusses issues related to the teacher, teaching…

Discusses how linguistic and ethnological investigation have been key factors in the establishment of an indigenous bilingual education program with the Karaja Amerindians in Brazil. Program elements described include study of both Karaja and Portuguese with indigenous bilingual teachers; production of culturally and linguistically appropriate…